Module 13: Babymouse Heartbreaker



Bibliographic Citation: Holm, Jennifer L. Babymouse Heartbreaker. New York: Random House, 2006.

Plot Summary:

Babymouse is excited about the Valentine's Day dance and can't wait for someone to ask her to the dance.  As the day progresses, Babymouse's day only gets worse.  Everyone she talks to already has a date for the dance and it seems she is th eonly one that hasn't been asked yet.  Babymouse began to get tired of waiting, so she made sure to "bump" into specific "boys" in her school in hopes that they would ask her to the dance.  Unfortunately, Babymouse did not have any luck, so after school she decides it's time for a makeover.  As Babymouse walks home with her new loook, she doesn't get the attention she expected. 

The next day, Babymouse is on a mission to find a date.  She asks different boys to the dance, and none say yes.  Babymouse begins to question herself, maybe something is wrong with her.  Then she realizes, she could go to the dance alone.  So, she convinces her mother to buy her a dress and soon enough, Babymouse is at the school dance by herself.  Once there, she decides maybe it wasnt such a good idea, that is until Georgie asks her why she isn't dancing.  Turns out Georgie wanted to ask Babymouse to the dance but assumed she had a date, and they dance the night away. 

My Impressions of the Book:

This was definitely an easy and quick read.  I really enjoyed looking at the pictures as I read and I found them to be rather humorous.  It seemed that Babymouse was desperate for a date to the dance, and she was willing to go with anyone that would look her way.  I found the pictures of the different possible dates to be hilarious, Babymouse is a cute little mouse and she was willing to go to the dance with anyone!  My favorite part of the book was when Babymouse turned into a secret agent and was determined to complete a mission by zeroing in on her target,  (p. 66-67).    

Review(s) About the Book:

Barnes & Nobles: Editorial Reviews

Children's Literature

As Valentine's Day approaches, Babymouse's head is filled with romance. Who will invite her to the school dance? As the days go by and no one asks her, Babymouse comes up with more and more elaborate plans to get a date (including a rather elaborate makeover inspired by Cosmouse magazine). Finally, she decides to ask someone herself, but even that fails to yield a date. Amidst Romeo and Juliet—and Gone With the Wind—inspired daydreams, Babymouse tries to navigate the winding path of adolescent love with often wacky results. This highly amusing graphic novel is a entertaining Valentine's story skillfully balancing romantic fantasy and school situations without ever being sappy. The illustrations are black and white with, of course, some valentine pink. The comments to the characters by the mysterious narrator/artist add another dimension to the story, ensuring that people of all ages can enjoy this tale.

Through the Looking Glass Children's Book Reviews

Babymouse: Heartbreaker

Jennifer Holm , Matthew Holm
Graphic Novel  Series
For ages 7 to 10
Random House, 2006   ISBN: 0375837981 School is normally a very unromantic place and the only way Babymouse can inject a little romance into her daily life is to have a little daydream by herself every so often. But, wonder of wonders, Valentine’s Day is just around the corner and maybe something will happen on this especially romantic day.
Babymouse loves Valentine’s Day and this year the school is going to host a dance. Babymouse imagines what the dance could be like and then she begins to worry that no one will ask her to go with them. If only a “handsome prince” would come along and take her to the dance but alas, no such person seems to exist for Babymouse. Is there something that she should be doing to attract such a person to her? Should she even take the drastic step of asking a boy to go to the dance with her instead of waiting for one to ask her?
Anyone who has gone through the heartache of waiting for someone to ask them to a dance will instantly appreciate what Babymouse is going through. One cannot help laughing at Babymouse’s daydreams and at the same time feeling very sorry for her when she cannot seem to get a date for the special night. The hilarious interaction between the narrator and Babymouse is, as always, a delight and the graphic format perfectly suits Babymouse and her story.

Review Written by Marya Jansen-Gruber

Use in Library Setting:

I have yet to see a book display in a library on graphic novels, so, I would definitely promote the reading of graphic novels by having a display.  This is one of the books I would display.  In encouraging kids/ teens to read graphic novels, I would use this book in a book talk as well. 

Module 12: The Burn Journals by Brent Runyon

Bibliographic Citation: Runyon, Brent. The Burn Journals. New York: Vintage Books, 2004.

Plot Summary:

Brent is 14 years old when he decides to douse his bathrobe in gasoline, put it on, and light a match.  His goal was to kill himself, but the flames were too hot and he began to yell for his brother Craig.  Craig calls 911 and soon the fire trucks and ambulance are there.  Brent is checked into the Children's National Medical Center in Washington D.C. where he is to spend a few months recovering.  

Brent is able to breath because of a tube in his mouth and he goes through different surgeries to fix his burned skin.  While in recovery, Brent must speak with a psychologist, and this he does not enjoy.  The psychologists asks him if this was the first time he attempted to commit suicide and it turns out it was attemot number 3 or 4.  Brent stays in the Children's National Medical Center for about four months, and he recovers failry well.  He is then transferred to an institute in Delaware.  Brent does not like the new place he is being sent to and he feels it is a jail, not a recovery center.  Again, he deals with different psychologists, all of whomhe hates talking to and refuses to answer their questions.  When his parents ask him about the incident, he doesn't know what to tell them.  His bother hardly ever visits him and he holds a grudge on Brent, because the family has been torn apart because of Brent. 

In September, Brent finally goes back home.  He adjusts to being home and seeing the bathroom where he attempted suicide is tough for him.  However, soon enough Brent is off to school and he continues his life.           

My Impressions of the Book:

I must say that this is one of my favorite books now because I was able to enter the world of a disturbed teenage boy; struggling to find himself and his place in this world.  As I began to read the book, I could not believe what thought process Brent had when he decided to douse himself in gasoline and light a match.  I have always wondered what people attempting to commit suicide think about right before the act, or how people feel when they attempt to commit suicide and are unsuccessful.  This book gave me the opportunity to see that thought process, and the effects of his actions, not only in his own life but the life of his loved ones. 

Review(s) About the Book:

Barnes & Nobles Editorial Reviews: School Library Journal

School Library Journal

Gr 8 Up-One February day in 1991, Runyon came home from eighth grade, had a snack, soaked his full-length bathrobe in gasoline, and set himself on fire. He intended to kill himself. Everything shortly after is written in short bursts as the author takes readers in and out of his various states of consciousness: the helicopter ride; the parade of nurses, doctors, therapists, and orderlies at Children's Hospital in Washington, DC, and the regimented details of his care divided among them; and the pain of the burns on 85 percent of his body. The entries lengthen and the story builds like a novel as the author takes readers along as co-patients. The dialogue between Runyon and his nurses, parents, and especially his hapless psychotherapists is natural and believable, and his inner dialogue is flip, often funny, and sometimes raw. The details of the surgery, therapy, and painstaking care that go into healing burns are fascinating, and are likely to grip teens with a taste for gore or melodrama. Runyon's brave willingness to relive this horrifying year in unflinching detail is perhaps even more fascinating, as is the slowly unfolding mystery of the sadness that made a smart, popular, funny, loving boy try to take his own life. Depression, regret, and rebirth are the themes that tie the narrative together, and the subtle tension among the three are beautifully related, offering no neat resolution. The authentically adolescent voice of the journals will engage even those reluctant to read such a dark story.-Johanna Lewis, New York Public Library Copyright 2004 Reed Business Information.

Barnes & Nobles Editorial Reviews: Publisher's Weekly

Publishers Weekly

Engrossing from first page to last, this book based on Runyon's own adolescent experiences draws readers into the world of an eighth-grader whose life is irrevocably changed the day he deliberately sets himself on fire. Brent, after narrowly escaping death, wakes up in a hospital with 85% of his body severely burned and begins a slow, arduous path to recovery. Rather than analyzing reasons the patient wanted to kill himself, the first-person narrative remains focused on the immediate challenge of survival, incorporating meticulous details of Brent's day-to-day ordeals in the hospital and later in a rehabilitation center. Time, at first, is measured by Brent's fluctuating levels of discomfort and comfort, ranging from the excruciating pain of having bandages removed to the sheer bliss of tasting ice cream for the first time in several weeks. And his repentant apologies to his parents and to Craig, his brother, who discovers Brent immediately after the incident, are wrenching in their honesty ("I hope Craig can love me again"). When his wounds begin to heal, Brent's thoughts turn from the present to the future as he nervously makes plans to return home and re-enter society. Despite its dark subject matter, this powerful chronicle of Brent's journey to heal expresses hope, celebrates life and provides an opportunity to slip inside the skin of a survivor with a unique perspective. Ages 14-up. (Sept.) Copyright 2004 Reed Business Information.

Use in Library Setting:

I would display this book in a library display dedicated to autobiographies, or maybe a display on suicide prevention.  I would also use this book if a teen came looking for a book written in the journal format. 

Module 11: Hitler Youth: Growing Up in Hitler's Shadow by Susan Campbell Bartoletti

Bibliographic Citation: Bartoletti, Susan C. Hitler Youth Growing Up in Hitler's Shadow. New York: Scholastic Inc., 2005.

Plot Summary:

Hitler's youth was very extensive, well over seven million boys and girls belong to Hitler's youth, they followed Hitler's ideals and wanted to be a part of the movement.  The book focuses on 12 kids that followed Hitler.  The kids would do anything to support Hitler and they went through various trainings to be a part of Hitler's regime.  These kids had special meetings where they learned about all about Nazi's, they attended camps, wore uniforms, earned badges, etc.  It was this youth that enabled Hitler to be as powerful as he was.  

My Impressions of the Book:

I thought this book was very informative and I found it to be interesting reading.  I like how it gave the perspective of teens who had no idea they were contributing to such a horrible thing.  I also liked the pictures throughout the book, they give a glimpse into the world Hitler and what young people thought of him at the time.  The point of view in this book is different from the usual Holocaust books, this one gives the point of view of young people who didn't know any better and worshipped Hitler.  

Review(s) About the Book:

Amazon Editorial Review

 From School Library Journal

Starred Review. Grade 5-8–Hitler's plans for the future of Germany relied significantly on its young people, and this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth, or Hitlerjugend, in 1926. With a focus on the years between 1933 and the end of the war in 1945, Bartoletti explains the roles that millions of boys and girls unwittingly played in the horrors of the Third Reich. The book is structured around 12 young individuals and their experiences, which clearly demonstrate how they were victims of leaders who took advantage of their innocence and enthusiasm for evil means. Their stories evolve from patriotic devotion to Hitler and zeal to join, to doubt, confusion, and disillusion. (An epilogue adds a powerful what-became-of-them relevance.) The large period photographs are a primary component and they include Nazi propaganda showing happy and healthy teens as well as the reality of concentration camps and young people with large guns. The final chapter superbly summarizes the weighty significance of this part of the 20th century and challenges young readers to prevent history from repeating itself. Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has.–Andrew Medlar, Chicago Public Library, IL
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

http://www.amazon.com/gp/product/product-description/0439353793/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books

Amazon Editorial Review

 From Booklist

*Starred Review* Gr. 7-10. What was it like to be a teenager in Germany under Hitler? Bartoletti draws on oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there. Most of the accounts and photos bring close the experiences of those who followed Hitler and fought for the Nazis, revealing why they joined, how Hitler used them, what it was like. Henry Mentelmann, for example, talks about Kristallnacht, when Hitler Youth and Storm Troopers wrecked Jewish homes and stores, and remembers thinking that the victims deserved what they got. The stirring photos tell more of the story. One particularly moving picture shows young Germans undergoing de-Nazification by watching images of people in the camps. The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative. Hazel Rochman
Copyright © American Library Association. All rights reserved

http://www.amazon.com/gp/product/product-description/0439353793/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books

Use in Library Setting:

I would display this book if we had a Holocaust display.  This book can also be used to educate teens about the Holocaust and Hitler.  

Module 10: Al Capone Does My Shirts by Gennifer Choldenko

Bibliographic Citation: Choldenko, Gennifer. Al Capone Does My Shirts. New York: Scholastic Inc., 2004.

Plot Summary:

Twelve year old Moose has just moved to Alcatraz Island with his family.  The family had to move to the island because his father took a job at the prison.  Moose and his sister Nathalie soon meet the other kids in the island, and Moose isn't too fond of all of them, especially the warden's daughter, Piper.  When Moose's mother takes an evening job, Moose is responsible for his older sister Natalie who is "sick," she has been 10 for about 6 years and she has bad tantrums.  Natalie fixates on numbers and her buttons.  

One day, Moose is out looking for a baseball and he leaves Natalie sitting with her buttons, when he returns he sees her with an inmate, number 105.  Moose panics and wonders how long this friendship has lasted and what actually has happened between the two.  Inmate 105 is very nice to Natalie and she repeats his number over and over again.  Moose is torn between telling his parents and making sure to keep Natalie locked in the house so she wont see 105 again.  Natalie however thinks otherwise and wants to go outside, she continues to repeat the number 105.  When he eventually takes her out again, Natalie goes to her meeting  place with 105 and he is there, waiting for her.  He holds her hand, something Natalie hates, and she doesn't move her hand away.  Moose feels all kinds of emotions, he's upset but also realizes she is 16 and this could possibly be normal, the inmate isn't much older than Natalie.  

Meanwhile, Moose's mom is unstable and continues to try to get Natalie into a special school, where she hasn't been accepted.  The day is nearing, when Natalie has an appointment at the school, even though she is way past the age limit, her mother insists natalie is still 10 years old.  On Natalie's birthday, Moose finally lets his mom have it, and he tells her its useless, Natalie is 16 and everybody knows it.  Either way, Moose's mom goes to the interview with Natalie, and again she is denied.  Moose then decides he is going yo write a letter to Al Capone and see if he can work something out.  Soon enough, the school calls and says they are starting a new school for older teens, and Natalie is accepted.  Al Capone writes Moose a small note, simply saying, Done. 

My Impressions of the Book:

I found this book to be a very good read.  I liked that it's setting was Alcatraz and I enjoyed the adventures Moose had in and out of the island.  At first I couldn't figure out what was wrong with his sister, but eventually I understood it was autism.  I like how the life of an autistic child was portrayed in the novel because many people don't know what it's like to live with an autistic person.  I think this book brings awareness to an issue that many families face.  I also liked the character of Piper, she was very spunky and took advantage of her fathers role in the prison.  Either way, I liked how she came up with schemes and somehow took Moose along for the ride.   

Review(s) About the Book:

Library Journal

Cholodenk, Gennifer. Al Capone Does My Shirts. Putnam Juvenile: Penguin Group (USA). 2004. 240p. ISBN 978-0-399-23861-1. $16.99.
"Today I moved to a twelve-acre rock covered with cement, topped with bird turd and surrounded by water." So narrates 12-year-old Moose in this School Library Journal Best Book of 2004 set in 1935 on Alcatraz Island when gangster Al Capone is an inmate working in the prison laundry. Readers learn how Moose and his family ended up on Alcatraz—his father took a job as a prison guard so that Natalie, Moose’s sister, could attend the Ester P. Marinoff School for students with autism. The story addresses how having a sister with autism affects a sibling’s life more than autistic Natalie herself; Cholodenk portrays both aspects of the story well. A humorous treat for siblings of people with autism and an entertaining read for all.

Barnes & Nobles Editorial Reviews

The Washington Post

Natalie's story is an important thread, sensitively handled. But what stays in the mind is the teeming mini-society of the island, where guards' families really did live and where a kid really might have encountered Al Capone, an inmate at Alcatraz from 1934 to 1939. — Elizabeth Ward

Use in Library Setting:

I would use this book to teach kids/ teens about Alcatraz and/ or autism.  This book could be great for children that have a sibling with a disability, they can read a book that they can relate to.  So, this book would also be good for a book talk with upper elementary kids and middle school students.